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Evidence for occupational therapy interventions: a student educational assignment.

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Related Experiment Video

Updated: Jul 10, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Disposition toward critical thinking among occupational therapy students.

Jeffrey M Lederer¹

¹Auerbach School of Occupational Therapy, Spalding University, 851 South Fourth Street, Louisville, KY 40203-2188, USA. jlederer@spalding.edu

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association

|October 20, 2007

Summary

Critical thinking disposition in students is key for educational success. While program length didn't impact critical thinking, differences emerged between undergraduate and graduate students, suggesting targeted instruction benefits all learners.

Related Experiment Videos

Last Updated: Jul 10, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Education
Psychology

Background:

Critical thinking is a vital educational outcome.
Disposition, or internal motivation, significantly impacts critical thinking development.

Purpose of the Study:

To assess the critical thinking disposition of students at various educational levels.
To examine the relationship between program duration and critical thinking disposition.
To identify differences in critical thinking disposition between undergraduate and graduate students.

Main Methods:

The California Critical Thinking Disposition Inventory (CCTDI) was administered to 79 students across three educational levels.
Statistical analysis was used to compare disposition scores based on educational level and program duration.

Main Results:

No significant differences in overall critical thinking disposition were found related to the length of time spent in the program.
Significant differences were observed in open-mindedness and maturity of judgment between undergraduate and graduate students.
A notable difference in the overall disposition to think critically was identified between the two student groups.

Conclusions:

Student critical thinking disposition is not solely determined by program length.
Undergraduate students, in particular, may benefit from explicit instruction aimed at fostering critical thinking dispositions.
The CCTDI is a valuable tool for assessing critical thinking ability and disposition, serving as a baseline or outcome measure.